The Mission of the Nebraska State Council for the Social Studies
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NSCSS is posting lesson plans, book reviews significant to social studies, and editorials from our members. If you are interested in seeing your work reflected on our website please send your contributions to nebraskasocialstudiescouncil@gmail.com ================ The piece that follows was written by a Millard Public Schools teacher. |
The Big Why
A strong historical education remains vital in an environment increasingly promoting Science, Technology, Engineering, Math (STEM) education. While convinced of STEM’s importance, I fear its rise comes at the expense of my beloved specialty: history. Competing against educational trends and various drags upon students' personal interests, historians must forge a new status. Hollywood’s expanding output of historically-themed productions points to a public interest that must be seized upon in the classroom. A revolution in historical education is not required. The system gains a new method for any teacher to maximize student interest and outcome through student motivation.
To enhance students' interest in history, they need to experience a personal impact. Each prefers at least one subject, typically increasing the odds of success and/or enjoyment in that field. It is not uncommon to overhear kids grumbling about a class: “When will I use this stuff?” To be honest, it is difficult to describe a situation in one’s adult life when success or failure hinges upon understanding Thomas Hobbes. Students deserve a clear answer to the question: “Why do we need to know this?”
Thus was created the “Big Why:”
"The slightest decision or development can change history."
Reading history, one easily identifies instances when a single, potentially insignificant, decision or development significantly impacted events. A brief examination reveals near-infinite potential outcomes if only the story had been “written differently.” Critical thinking follows through determining long-term effects of the hypothetical courses. The Big Why considers careful historical analysis to identify such situations, allowing teachers to draw students into analytical discussions, such as inevitability versus randomness. Awareness of unforeseen consequences prompts each to consider a situation before making decisions. The message applies to anyone, any age, particularly those for whom the work is aimed: students.
Historians enjoy a special advantage over other educators. Scholarship revolves around facts to tell a story. Researchers may disagree about the cause or progression of events, but evidence remains. Differing views stimulate dialogue. Teachers guiding relevant discussions allow students to practice critical thinking skills, undeniably a valuable life skill.
The Big Why enables non-specialists to communicate the message as effectively as historians. Implementation follows five stages. Historians initiate by identifying key points within the curriculum that qualify as significant and timeline altering. For example, agriculture developed separately throughout the ancient world. Basically, the innovation began when someone recognized edible grains annually appeared in a particular location, and decided to settle. Delay in recognizing the phenomenon that grew into agriculture hypothetically could have altered the historical timeline hundreds of years.
Traditional methods of teaching the curriculum, such as vocabulary, timelines, and hands-on projects remain part of the Big Why. Consider teaching similar to meeting waypoints on a map. Certain spots are required, but the driver chooses the route. The second stage revolves around molding factual information into stories for students to experience imaginatively. Language arts teachers will appreciate the cross-curricular nature of creating narratives about Paleolithic clans roaming the land, discovering the benefits of growing rather than gathering food. Be descriptive and imaginative, but cover the facts.
Stage three focuses upon familiarity. Successful implementation of the Big Why necessitates awareness of students’ interests and an overall cultural familiarity. Be aware of which movies, series, songs, videos, games, celebrities, and apps consume their time. Expertise or acceptance are not required. Acquire a speaking knowledge of what is important. My “go-tos” are sports, video games, and personal favorite Star Wars.
The fourth stage is the most enjoyable piece. The curricular guide has been followed, vocabulary learned, stories heard. The fun begins by retelling the stories swapping historical actors and events with students and contemporary situations or cultural references. Make the narratives come alive! Students may care little of how Paleolithic tribes progressed to civilization. Designate one student as a leader who decides his/her tribe will remain at a location to establish a consistent food source, then village. Randomly choosing other students (tribes), describe their adversarial or friendly relations. Weave a “Reader’s Digest” version as elaborately as desired. The class quickly begins bragging, laughing, and challenging others as they become involved in your story. The key to tying up the lesson is highlighting how it began when ONE individual decided to settle instead of roam, gradually leading to the first civilization and…indirectly 2017. The final stage holds the greatest educational value.
Time to wrap up the lesson with critical thinking skills. The Big Why is stylistic. It provides a method of delivering and explaining a portion of the curriculum. Conclude the lesson by asking, “What would happen if the decision that led to agriculture occurred a couple hundred year later? Earlier?” Students may not dig too deeply into a philosophical hole, but they can evaluate an actual story and its place on the historical timeline. Encourage realistic creativity. Initially, provide solid examples and let them work in pairs. Once students understand the expectations, let them run! Implementing this conclusion can materialize in any form preferred. Additionally, taking part in whole-class sharing or debating allows students to learn from each other with the instructor facilitating. Treat it as a formative assessment, providing responses with feedback designed to assist their developing critical thinking skills.
The Big Why emphasizes a history teacher’s passion, afflicting students with the bug. Historians feel a connection to their discipline. Students enter classrooms with a variety of attitudes towards our courses. Each one learns differently, and needs are met through differentiation. The Big Why is one method to do this. Textbooks provide sequential material, but rarely illicit excitement. Unless a student loves history, she or he may pass, but not overachieve. Teachers face a growing responsibility to instruct how to analyze a variety of information, and evaluate effectively for greatest chance of success. While firmly disagreeing history repeats itself, patterns arise. The stories demonstrate the significance of decisions upon an event, whether historical or personal. When faced with personal turning points, it is hoped each recognizes the grains from the weeds, making the appropriate choice when starting their own civilization.
Don Osborne, history teacher at George F. Russell Middle School (Millard) in Omaha, NE: (transferring to Millard South High School for the 2018-19 school year to become an instructor in the Early College High School). I hold a B.A. in History: Creighton University, M.A. in History: University of Nebraska-Lincoln, M.S. in Secondary Education: University of Nebraska-Omaha. In my six years of teaching, I have covered Geography, World and U.S. History. Previously published in AMLE: Association for Middle Level Education.
A strong historical education remains vital in an environment increasingly promoting Science, Technology, Engineering, Math (STEM) education. While convinced of STEM’s importance, I fear its rise comes at the expense of my beloved specialty: history. Competing against educational trends and various drags upon students' personal interests, historians must forge a new status. Hollywood’s expanding output of historically-themed productions points to a public interest that must be seized upon in the classroom. A revolution in historical education is not required. The system gains a new method for any teacher to maximize student interest and outcome through student motivation.
To enhance students' interest in history, they need to experience a personal impact. Each prefers at least one subject, typically increasing the odds of success and/or enjoyment in that field. It is not uncommon to overhear kids grumbling about a class: “When will I use this stuff?” To be honest, it is difficult to describe a situation in one’s adult life when success or failure hinges upon understanding Thomas Hobbes. Students deserve a clear answer to the question: “Why do we need to know this?”
Thus was created the “Big Why:”
"The slightest decision or development can change history."
Reading history, one easily identifies instances when a single, potentially insignificant, decision or development significantly impacted events. A brief examination reveals near-infinite potential outcomes if only the story had been “written differently.” Critical thinking follows through determining long-term effects of the hypothetical courses. The Big Why considers careful historical analysis to identify such situations, allowing teachers to draw students into analytical discussions, such as inevitability versus randomness. Awareness of unforeseen consequences prompts each to consider a situation before making decisions. The message applies to anyone, any age, particularly those for whom the work is aimed: students.
Historians enjoy a special advantage over other educators. Scholarship revolves around facts to tell a story. Researchers may disagree about the cause or progression of events, but evidence remains. Differing views stimulate dialogue. Teachers guiding relevant discussions allow students to practice critical thinking skills, undeniably a valuable life skill.
The Big Why enables non-specialists to communicate the message as effectively as historians. Implementation follows five stages. Historians initiate by identifying key points within the curriculum that qualify as significant and timeline altering. For example, agriculture developed separately throughout the ancient world. Basically, the innovation began when someone recognized edible grains annually appeared in a particular location, and decided to settle. Delay in recognizing the phenomenon that grew into agriculture hypothetically could have altered the historical timeline hundreds of years.
Traditional methods of teaching the curriculum, such as vocabulary, timelines, and hands-on projects remain part of the Big Why. Consider teaching similar to meeting waypoints on a map. Certain spots are required, but the driver chooses the route. The second stage revolves around molding factual information into stories for students to experience imaginatively. Language arts teachers will appreciate the cross-curricular nature of creating narratives about Paleolithic clans roaming the land, discovering the benefits of growing rather than gathering food. Be descriptive and imaginative, but cover the facts.
Stage three focuses upon familiarity. Successful implementation of the Big Why necessitates awareness of students’ interests and an overall cultural familiarity. Be aware of which movies, series, songs, videos, games, celebrities, and apps consume their time. Expertise or acceptance are not required. Acquire a speaking knowledge of what is important. My “go-tos” are sports, video games, and personal favorite Star Wars.
The fourth stage is the most enjoyable piece. The curricular guide has been followed, vocabulary learned, stories heard. The fun begins by retelling the stories swapping historical actors and events with students and contemporary situations or cultural references. Make the narratives come alive! Students may care little of how Paleolithic tribes progressed to civilization. Designate one student as a leader who decides his/her tribe will remain at a location to establish a consistent food source, then village. Randomly choosing other students (tribes), describe their adversarial or friendly relations. Weave a “Reader’s Digest” version as elaborately as desired. The class quickly begins bragging, laughing, and challenging others as they become involved in your story. The key to tying up the lesson is highlighting how it began when ONE individual decided to settle instead of roam, gradually leading to the first civilization and…indirectly 2017. The final stage holds the greatest educational value.
Time to wrap up the lesson with critical thinking skills. The Big Why is stylistic. It provides a method of delivering and explaining a portion of the curriculum. Conclude the lesson by asking, “What would happen if the decision that led to agriculture occurred a couple hundred year later? Earlier?” Students may not dig too deeply into a philosophical hole, but they can evaluate an actual story and its place on the historical timeline. Encourage realistic creativity. Initially, provide solid examples and let them work in pairs. Once students understand the expectations, let them run! Implementing this conclusion can materialize in any form preferred. Additionally, taking part in whole-class sharing or debating allows students to learn from each other with the instructor facilitating. Treat it as a formative assessment, providing responses with feedback designed to assist their developing critical thinking skills.
The Big Why emphasizes a history teacher’s passion, afflicting students with the bug. Historians feel a connection to their discipline. Students enter classrooms with a variety of attitudes towards our courses. Each one learns differently, and needs are met through differentiation. The Big Why is one method to do this. Textbooks provide sequential material, but rarely illicit excitement. Unless a student loves history, she or he may pass, but not overachieve. Teachers face a growing responsibility to instruct how to analyze a variety of information, and evaluate effectively for greatest chance of success. While firmly disagreeing history repeats itself, patterns arise. The stories demonstrate the significance of decisions upon an event, whether historical or personal. When faced with personal turning points, it is hoped each recognizes the grains from the weeds, making the appropriate choice when starting their own civilization.
Don Osborne, history teacher at George F. Russell Middle School (Millard) in Omaha, NE: (transferring to Millard South High School for the 2018-19 school year to become an instructor in the Early College High School). I hold a B.A. in History: Creighton University, M.A. in History: University of Nebraska-Lincoln, M.S. in Secondary Education: University of Nebraska-Omaha. In my six years of teaching, I have covered Geography, World and U.S. History. Previously published in AMLE: Association for Middle Level Education.
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